Research On The Geography Learning Activities Design Based On Embodied Cognition Theory

Both embodied cognition theory and activity theory believe that individual cognition is based on conscious activity process and meaning construction.Cognition is closely related to human physical activities.Human "thinking" activities are not events in the individual's mind,but occur in the interactive process of the external world such as environment and society.Geography is a science that studies the geographical environment and the relationship between man and earth.It has distinct practicality and life.Combining the embodied cognitive theory with the activity theory,this paper makes a systematic design and planning of geography learning activities,so as to promote the implementation of geography learning objectives and the cultivation of geography literacy.Firstly,this paper reviews the relevant research results of embodied cognition and geography learning activities.This paper discusses the characteristics of geographical learning activities based on embodied cognition from the aspects of human elements(students and teachers,etc.),material elements(learning objects and tools,etc.)and environmental elements(physical space and rules,etc.),which involves many angles,such as physical freedom,embodied emotion,embodied behavior,embodied environment and so on.Then,the specific elements of the above geography learning activities are integrated,and the design process of geography learning activities based on specific cognition is constructed,including four stages: front-end analysis,activity design,activity implementation,evaluation and reflection.The front-end analysis includes learner analysis,learning goal and content analysis and external learning condition analysis;The activity design stage is to design the goal of the embodied learning activity,the task of the embodied activity,the embodied interactive behavior and the embodied environment;As the supporter,supervisor and promoter of physical learning activities,geography teachers need to make use of the functions of physical emotion,physical behavior and joint action to ensure the orderly promotion of all elements of the activities.Finally,the design process is used to design a real geography learning activity case based on the content of the chapter of the earth's rotation,a compulsory geography selective course for Senior High School of Hunan Education Edition,which shows the complete design process of geography specific learning activity.The first learning activity of this case is implemented in the real geography classroom.The experimental results verify that the design process of geography learning activity based on embodied cognition has strong operability and effectiveness.Geography embodied learning activity can significantly stimulate learners' learning motivation and promote a higher degree of achievement of learning goals,The effects of embodied learning activities on different learning contents are different.Therefore,some suggestions are put forward: strengthen the systematic understanding of embodied cognition theory and learning activity theory;Improve the ability and quality of designing and carrying out geography specific learning activities in practice;Constantly improve the external learning conditions required for the development of geography specific learning activities.